English ENG 1121 O436 TUE/Fri Spring 2021

Professor: Anthony Eid

Office Phone: (718) 260-5392

Office: Namm 519

Email: AEid@citytech.cuny.edu

Online Location: https://openlab.citytech.cuny.edu/eng1121-o436-spring2021/



Passcode: o436

Office Hours: Tues 11:30am-12:30pm

COURSE WEBSITE: Please find this on Blackboard for Major Unit Assignment Submissions.


Course Description:

Students will add onto the fundamentals they come into the class with and will combine the new and old to eventually use them together as writers working towards their future goals. This will be done by analyzing what students have achieved in the past, what they are doing within the class, and what they want to use these both towards. Students will be asked to read, listen, and write in a wide array of genres and within different rhetorical situations to this end.


CUNY proficiency in reading and writing

Course Meetings:

As this is a fully online course, this will mean that we will be for the most part asynchronous. This means that students will be given readings, assignments related to said readings, major course work, and activities to be done at their own pace throughout the semester weekly. There will be live class sessions for critical information, so please check the schedule tab on our site for those dates(we should meet at our regular class start time and end as such). However, there will be regular points in the week where things will be assigned and for submissions. If students do need a face-to-face with me, I will have office hours on Tues 11:30am-12:30pm(this is flexible so please don’t hesitate to ask for another time that may work for you). However, all communication can be done via email, through posts, and the like. In addition, if you can or would like to, some assignments will have collaborative components where a student, if they choose to, can work with a partner, group, or with me.

Learning Outcomes:

It is expected that at a minimum, students in ENG 1121 will:

Read and listen critically and analytically in a variety of genres and rhetorical situations: Identify and evaluate exigencies, purposes, claims, supporting evidence, and underlying assumptions in a variety of texts, genres, and media.

Adapt to and compose in a variety of genres: Adapt writing conventions in ways that are suitable to different exigencies and purposes in a variety of contexts, including academic, workplace, and civic audiences. When appropriate, repurpose prior work to new genres, audiences, and media by adjusting delivery, design, tone, organization, and language.

Use research as a process of inquiry and engagement with multiple perspectives: Learn to focus on a topic and develop research questions that lead to propositions and claims that can be supported with well-reasoned arguments. Persuasively communicate and repurpose research projects across a variety of contexts, purposes, audiences, and media. Demonstrate research skills through attribution and citation gathering, evaluating, and synthesizing both primary and secondary sources. Learn how to use appropriate citation styles depending on disciplinary and situational requirements (MLA, APA, Chicago, etc.).

Use reflection and other metacognitive processes to revise prior assumptions about reading and writing and transfer acquired knowledge into new writing situations. Students write reflections of their own reading and writing process from the beginning and throughout the semester with the intention to transfer their acquired knowledge about genre and composing practices into new writing situations.

Demonstrate the social and ethical responsibilities and consequences of writing: Recognize that first-year writing includes academic, workplace, and civic contexts, all of which require careful deliberation concerning the ethical and social ramifications concerning fairness, inclusivity, and respect for diversity. Write and revise for academic and broader, public audiences accordingly.

Compose in 21st Century Environments: Learn to choose among the most current and effective delivery methods for different composing situations. Students learn to compose in new media environments, including alphabetic texts, still and moving images, sonic, and mixed media compositions. Use digital media platforms appropriate to audience and purpose.

Self-Care Statement:

We all have to remember despite our differences, whatever they may be, we are all in this world struggling together as a nation through some once in a lifetime events. Things may shift and change, for better or for worse, for all of us during this semester. Always remember that this class, with me as your instructor and your fellow classmates, will always try to be geared towards building a community of humans treating others as such: human. There are certain things all humans need that are built into us as much as our instincts, intellects, and bodily structures. This class’ objectives will try to foster that intellect all us humans were gifted with, fulfill our need for community, and our desire to try to connect with each other upon a personal level. The class will try to stay stable and guided for the most part but will adapt and be flexible when the need arises. Most importantly, nothing will ever be too small, unimportant, big, or terrible for you to ever feel like an email or a post can’t help. I will be there, and I hope the rest of the class will be there too.

Course Website:

This course will take place online It is extremely important that you familiarize yourself with our website and find out where everything is. There you will find your assignments and where you will post your homework as well as finished major essay assignments. This is how we’ll keep in touch, so please check in on submission dates (approximately two-three times a week), if not daily. You are responsible for being up-to-date and to know what is on our course site. Please contact me if you are having trouble ever.

Readings / Text:

All course readings can be found on the course website.

All our readings will be found at the link provided below



Your grade will be split into two parts: The Final Portfolio, which will include revisions of all your major essays, and Homework/ Participation, which will include all class discussions, homework assignments and basically everything else you post online. The Final Portfolio will comprise 60% of your final grade and Homework/ Participation will comprise 40% of your final grade.

Final Portfolio:

Your Final Portfolio will be worth 60% of your final grade, with the grade breakdown as follows:

Unit One: 10%

Unit Two: 20%

Unit Three: 20%

Reflection: 10%

Total: 60%

Please note that you will be expected to revise units one and two for the final portfolio. When you resubmit these, you will be able to improve your grade on those units.


Above, I have listed the numerical range for each letter grade received. The class will receive a letter grade for every assignment, project, the portfolio, and items dealing with class policy that will be averaged together at the end of the semester

Participation/ Homework:

If you do the homework assigned, you will get the credit. You will be asked to do it to the best of your abilities and thoughtfully, and you have to do it in a timely manner(submitted on or by the due date). (If you are having trouble with getting things done on time, please let me know.) Writing is largely about discipline and routine, so this is a good way to learn that– and to earn 40% of the credit for this course.

For discussion board activities and other low-stakes assignments outside of the Units and Portfolio, I will not be looking so much at the grammar and other nitty gritty bits of your postings. I am mostly looking that you are trying to connect with your fellow students and trying to connect with the reading or work assigned. The postings online on the blogs and such will take the place of discussions in class. I would never correct the way a student spoke, so too would I not correct these postings in a similar way. However, I would correct you if your content was a bit off or was upsetting to another student.

There will be a participation rubric posted in the link below for more guidance for this.




Attendance will be judged mainly by activity and presence shown online. If you are emailing asking questions, okay. If you are posting regularly to discussion boards and submitting work on time, great. If you are doing both all the time, amazing! If something happens to you and you can’t submit something, please contact me to let me know you won’t be doing so. You don’t have to give an expansive reason why, but I just want to know you are aware something is due and that will also count as showing activity. If a student in a face to face class was not in class for a week or two, I would worry. This worry is amplified because of the fact that we are all online now, and that leaves many things left to the unknown (worry intensifies!).


Writing Center:
For one-on-one help with your writing assignments, send an email to CityTechWritingCenter@gmail requesting an appointment. You will receive an automatic reply with information about available tutoring sessions.


Accessibility Statement:

Your success in this class is important to me. We all need different accommodations because we all learn differently. If there are aspects of this course that prevent you from learning or exclude you, please let me know as soon as possible. Together we’ll develop strategies to meet both your needs and the requirements of the course.

I encourage you to visit or contact the Center for Student Accessibility to determine how you could improve your learning as well. If you need official accommodations, you have a right to have these met. If you have or think you may have a disability, you may be eligible for reasonable accommodations or academic adjustments as provided under applicable federal, state and city laws. You may also request services for temporary conditions or medical issues under certain circumstances. The Center for Student Accessibility is located at 300 Jay Street room L-237, or can be reached at (718)260-5143 or http://www.citytech.cuny.edu/accessibility/.

Academic Integrity and Plagiarism Statement:

Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited at New York City College of Technology and is punishable by penalties, including failing grades, suspension, and expulsion.

Microsoft Office:

The City University of New York provides Microsoft Office 365 for Education to students at participating colleges, including City Tech via the Microsoft Office in Education program. You sign in using your Blackboard credentials (this is different than your regular CityTech email) and have online access to MS Word, Powerpoint, Excel and other programs in the MS Office Suite. You may also be eligible to download the Suite to your computer. For more information, see THIS LINK .

Some Notes About Our Syllabus

1. When there are items under the heading Class (XX), those items will either be distributed that day and/or to be done that day or the next. There is some flexibility here considering we are an online class, but please try to tend to those ASAP.

For example, please look at Class 2A. There, you will see it states- Blog post for Mike Rose “I Just Wanna Be Average” That should be done on that day. The homework the previous class was to read/watch the items listed for the posting.

*Our class schedule will be split into A & B with a number attached. This was done to set up pacing. You can treat these as units that work together, but they may dip into another number set. Our class days are Tuesday/Friday, but that does not mean Tuesday will always be A or Friday will always be B. We have some holidays here or there that conflict with that. Follow the course schedule carefully, and you should be fine.

Link to the schedule found here.


2. Homework (HW), unless otherwise specified, should be done by the next class meeting.

For example, please look at Class 1B. There, you will see it states- Please post to Openlab your Literacy Narrative outlines on or by 2A. Please read Mike Rose, “I Just Wanna Be Average

3. Major unit assignments (Literacy Narratives, Discourse Community, and Argument Research) will have dates listed for their submission. These dates will not always fall on class days. In some cases, I must look over a draft or grade and will need time to do this prior to a class meeting day. Usually, they will be posted to Blackboard unless stated otherwise. If an assignment states (final draft), that means that assignment will be graded. If it is a first draft, then that will only receive a homework/participation grade. The first draft is given to assist all of you. If you do not hand it in, you will only receive a deduction to your homework/participation grade. However, remember, it is there to help, so don’t be shy about posting them please.

4. Please remember, you will need to briefly respond to all postings. Your homework or class activity may be to post to the discussion board, but you will have to respond to two other students by the next class. For example, on class 2A, you need to post to the blog for “I Just Wanna be Normal”. By class 2B, you should briefly respond to at least 2 other students’ posts. This will help to bring about conversation that would have been done in class. Without responses, it will feel like yelling into the wind. Technically, I am the wind being you will be graded for these postings, but let’s try to maintain some human interaction as much as we can in our new online academic environment.

5.Things may shift and change as the semester goes along. I tried to pace the class as best as I could but may have to pump the breaks or hit the gas here and there. I can sense a change is necessary most times but will need feedback sometimes from all of you. Always reach out as a class if you think we need to pull back a bit or even to speed something along.

6. Please, please, please, always email me any concern or question you may have. I try my best to be as clear and precise as I can in my explanation of things, but everyone can always hit or miss with what they are trying to express to their audience. Being that we are all in a sorta/kinda lock down still, my day is filled with usually 5 activities, and 2 of those 5 are: chilling on the computer waiting for something to happen in the world and checking my emails for questions from the class. So, there is a severely high chance I will get to your email ASAP. Please note, I am not that old, but I tend to go to sleep around 11pm because I wake at 6am. It is just my new Covid sleep pattern. If you email me at around 10pm, I may not get to it till the morning.

Course Calendar:

Please note: This schedule for the classes and assignments may change based upon the needs of the class. I will always discuss these changes with you in class prior to making these changes.

Unit 1:


Class 1A 1/29:

Class introductions, reading of and discussion about class syllabus, discussion about the class and expectations, and discussion about literacy, metacognition (journaling assignments), and transfer. Discussion about and reading of José Olivarez “Maybe I Could Save Myself by Writing”

HW: Please go to, signup for, and explore our class’ Openlab site. Go over introductory weeks readings.

Class 1B 2/2:

Discussion about outlining, brainstorming, and drafting. Discussion about Literacy Narrative papers. Discussion about peer workshops. Review of “Maybe I Could Save Myself by Writing”

HW: Please post to Openlab your Literacy Narrative outlines on or by 2A. Please read Mike Rose “I Just Wanna Be Average”

Class 2A 2/5: Blog post “I Just Wanna Be Average” on Openlab. Literacy Narrative outlines posted on Openlab.

Class 2B 2/9: Discussion about code switching. Conferences and peer workshops for Literacy Narrative outlines. Discussion about “Maybe I Could Save Myself by Writing”

HW: Please submit the first draft of your Literacy Narrative by 2/11.

Class 3A 2/16:

Discussion about reflective writing. Discussion about peer review, revision, editing, and proof reading. Peer review session for Literacy Narrative first draft. Discussion about Reflection Assignment.

HW: Please read Donald Murray “The Maker’s Eye”.

Class 3B 2/19:

Blog post about “The Maker’s Eye”.

HW: Submit the final draft of the Literacy Narrative and Part One of reflection by 2/21.

Unit 2:

Rhetoric, Genre, and Discourse

Class 4A 2/23:

Short presentations for Literacy Narrative. Discussion about discourse community and genre. Discussion and group work about Reddit.


HW: Please read Erik Borg, “Discourse Community” and Jon Swales, “Reflections on the concept of Discourse Community”

Class 4B 2/26:

Blog post for “Discourse Communities” and “Reflections on the concept of Discourse Community”

HW: Please read Kerry Dirk, “Navigating Genres” and please watch the video “Understanding Genre Awareness”

Class 5A 3/2: Discussion about “Discourse Community” and “Navigating Genres”. Discussion about rhetoric and audience. Discussion about Discourse Community assignment. Students will break into smaller groups of their own discourse communities based upon the presentations given on the Literacy Narrative papers. They will then create a group presentation for their community. Literacy Narrative conferences.


Class 5B 3/5:

Blog post for “Navigating Genres” and “Understanding Genre Awareness”

HW: Outline your Discourse Community assignment submitted to Openlab and write at least one portion of your Discourse Community assignment and submit it by 3/8.

Class 6A 3/9:

Library research session. Students will find one source that ties into their Discourse Community assignment. Discussion about critical analysis. Discussion about analysis and synthesis.

Workshops for Discourse Community assignment outline. In-class conferences for Discourse Community assignment.

HW: Please read Jay Owens “Post-Authenticity and the Ironic Truths of Meme Culture”

Class 6B 3/12:

Please find at least one piece you will use for your Discourse Community assignment and write an analysis for it and how you will use it in your piece in 1 page and post it to OpenLab.

Class 7A 3/16:

Podcasts discussions. Group work on analysis and synthesis. Per workshops and conferences for Discourse Community assignment analysis.

HW: Read John Mundy and Glyn White Chapter 10 “Comedy, Race, and Ethnicity”
from “Laughing Matters” and respond to it on Openlab.

Class 7B 3/19:

Blog post for “Comedy, Race, and Ethnicity”

HW: Write the second draft of your Discourse Community assignment and submit it by 3/22.

Class 8A 3/23:

In-class group work for Discourse Community assignment second draft.

HW: Please read Elizabeth Behm-Morawitz, “Examining the Intersection of Race and Gender in Video Game Advertising” and respond to it on Openlab.

Class 8B 3/26:

Blog post for “Examining the Intersection of Race and Gender in Video Game Advertising”.

HW: Please submit the final version of Discourse Community assignment and Part two reflection by 4/2.

Class 9A 4/6:

Discussion about primary and secondary sources. Discussion about research citation formats. Discussion about research planning. Discussion about proposals and annotated bibliographies. Conferences about Midterm grades.


Class 9B 4/9:

Blog post proposal and annotated bibliography using “Examining the Intersection of Race and Gender in Video Game Advertising” and Chapter 10 “Comedy, Race, and Ethnicity”
from “Laughing Matters”

Class 10A 4/13:

Peer review of proposals and annotated bibliographies. Discussion about use of texts and argumentation. Conferences for Discourse Community assignment.

HW: Decide on a topic for the Argument Research papers for discussion by next class.

Class 10B 4/16:

Post Brainstormed ideas for your Argument Research paper.

Unit 3:

Research, Inquiry, and Argument

Class 11A 4/20:

Review and brainstorming topics for Argumentative Research papers.

HW: Post outline for your Argumentative Research papers next class.

Class 11B 4/23:

Blog post for Argument Research paper outlines.

HW: Write a proposal for your Argument Research paper. Please also write an annotated bibliography about one piece of research you find for your paper.

Class 12A 4/27:

In-class work for the Argumentative Research papers.

HW: Submit the proposal and annotated bibliographies by 4/29

Class 12B 4/30:

Proposal and Annotated Bibliographies due to OpenLab.

Class 13A 5/4:

Peer workshops for Argumentative Research proposal and annotated bibliographies.

HW: Complete the first draft of argumentative research paper and submit it by 5/10.

Class 13B 5/7:


Class 14A 5/11:

Conferences for Argumentative Research paper.

Class 14B 5/14:

Submit the final draft of Argumentative Research paper and Portfolio by 5/18.

Class 15A 5/18:

Portfolio with final draft of Argument Research paper due.

Class 15B 5/21:

Grading Day